Get help from the best in academic writing.

Ethics And Moral Principles Philosophy Essay

Ethics is supposed to provide us with “moral principles” or universal rules that tell us what to do. Moral principles focus primarily on people’s actions and doings. But the fundamental question of ethics is not “What should I do?” but “What kind of person should I be?” Virtue ethics is a broad term for theories that emphasize the role of character and virtue in moral philosophy .Virtue ethics is person rather than action based: it looks at the virtue or moral character of the person carrying out an action, rather than at ethical duties and rules, or the consequences of particular actions. Virtue ethics not only deals with the rightness or wrongness of individual actions, it provides guidance as to the sort of characteristics and behaviours a good person will seek to achieve. In that way, virtue ethics is concerned with the whole of a person’s life, rather than particular episodes or actions. “Virtues” are attitudes, dispositions, or character traits that enable us to discover through thoughtful reflection on what we as human beings have the potential to become. Virtues are developed through learning and through practice. Virtues are habits. That is, once they are acquired, they become characteristic of a person.As the ancient philosopher Aristotle suggested, a person can improve his or her character by practicing self-discipline, while a good character can be corrupted by repeated self-indulgence. virtue theory seems to have originated in ancient Greek philosophy . Discussion of what were known as the Four Cardinal Virtues – wisdom, justice,fortitude and temperance – can be found in Plato’s Republic. The virtues also figure prominently in Aristotle’s moral theory (see below). Virtue theory was inserted into the study of historyby moralistic historians such as Livy, Plutarch, and Tacitus. The Greek idea of the virtues was passed on in Roman philosophy through Cicero and later incorporated into Christian moral theology by St. Ambrose of Milan. During the scholastic period, the most comprehensive consideration of the virtues from a theological perspective was provided by St. Thomas Aquinas the roots of virtue ethics lie in the work of Plato and Aristotle,i.e from ancient Greek philosophy. In the West virtue ethics was the prevailing approach to ethical thinking in the ancient and medieval periods. The tradition suffered an eclipse during the early modern period, as Aristotelianism fell out of favour in the West. Virtue theory returned to prominence in Western philosophical thought in the 20th century, and is today one of the three dominant approaches to normative theories (the other two being deontology and consequentialism).[1] Virtue theory is not actually in conflict with deontology or teleology: those two viewpoints deal with which actions a person should take in any given scenario, whereas virtue theorists simply argue that developing morally desirable virtues for their own sake will help aid moral actions when such decisions need to be made. the way to build a good society is to help its members to be good people, rather than to use laws and punishments to prevent or deter bad actions. there is a common set of virtues that all human beings would benefit from, rather than different sets for different sorts of people, and that these virtues are natural to mature human beings – even if they are hard to acquire. Kantian virtue is in some respects similar to Aristotelian virtue. For Kantians, the main role of virtue and appropriate character development is that a virtuous character will help one formulate appropriate maxims for testing. Kantian virtue is a struggle against emotions. Kant moral worth comes only from the duty of motive, a motive that struggles against inclination. This is quite different from the Aristotelian picture of harmony between reason and desire. Second, for Kant there is no such thing as weakness of will, understood in the Aristotelian sense of the distinction between continence and incontinence. Kant concentrates on fortitude of will and failure to do so is self-deception. Consequentialists have found a role for virtue as a disposition that tends to promote good consequences. Virtue is not valuable in itself, but rather valuable for the good consequences it tends to bring about. We should cultivate virtuous dispositions because such dispositions will tend to maximize utility. This is a radical departure from the Aristotelian account of virtue for its own sake. Objections to virtue ethics 1-Virtue ethics does not produce codifiable principles it is unable to provide action-guidance. The rule(s) would be stated in such terms that any non-virtuous person could understand and apply it (them) correctly. The objection was that ,virtue ethics is “concerned with Being rather than Doing”, as addressing “What sort of person should I be?” but not “What should I do?” as being “agent-centered rather than act-centered”, its critics maintained that it was unable to provide action-guidance and hence, rather than being a normative rival to utilitarian and deontological ethics, could claim to be no more than a valuable supplement to them. Answer is;”Do what is honest/charitable; do not do what is dishonest/uncharitable” Virtue theories promise that once we are successful in creating the sort of person we want to be, arriving at the correct moral decisions will come naturally. 2–What does virtue ethics have to say about dilemmas .Honesty points to telling the hurtful truth, kindness and compassion to remaining silent or even lying. What shall I do? Of course, the same sorts of dilemmas are generated by conflicts between deontological rules. Deontology and virtue ethics share the conflict problem 3–Another problem with virtue-based ethical systems is the question of what the “right” sort of character is which a person should have. Many, if not most, virtue theorists have treated the answer to this question as self-evident, but it is anything but. One person’s virtue may be another person’s vice and a vice in one set of circumstances may be a virtue in another. A virtue, unlike a mere habit, is a disposition to act for reasons, virtue requires doing the right thing for the right reason without serious internal opposition, as a matter of character. Moral Virtues The good life involves developing a good character. Moral virtues are cultivated by habit. To become a generous person, I must get into the habit of being generous. Put another way, it is not enough to be told that I should be patient. To become patient, I need to practice patience. It is very difficult to translate some of Aristotle’s moral virtues. ‘Liberality’ and ‘Magnificence’ (popular in many translations) both seem to mean generosity. The following list is an attempted translation: courage, temperance, big-heartedness, generosity, high-mindedness, right ambition, patience, truthfulness, wittiness, friendliness, modesty, righteous indignation Intellectual Virtues Intellectual virtues are qualities of mind developed through instruction. They are: practical skill, knowledge, common sense, intuition, wisdom; resourcefulness, understanding,judgement, cleverness Cardinal Virtues The cardinal virtues are temperance, courage, wisdom and justice. These virtues work together, and it would not be enough to have one of these alone. Temperance and courage are moral virtues – we get into the habit of acting bravely. We learn self-control by practicing restraint. Developing right judgement requires training – we are educated in the skill of weighing up a situation. In out courts, judges don’t just learn on the job, they require years of training before they earn the title ‘Justice’. Wisdom sits above all of the other virtues, the culmination of years of learning. The Doctrine of the Mean Aristotle said that it is good to be courageous, but that you can have too much courage. For example, defending your land against invaders is courageous, but if you’re outnumbered fifty to one, that’s just foolhardy. Each of the moral virtues is a midpoint between excess and deficiency, the ‘golden mean’ Moral Virtues Versus Intellectual Virtues Seeking to clarify his arguments, Aristotle distinguished between moral and intellectual virtues. Moral virtues he argued are qualities of character such as courage, temperance and modesty. These virtues are cultivated through habit. Every human person is able to cultivate these virtues through practice. The second type is intellectual virtues. Intellectual virtues are qualities of the mind such as wisdom, understanding and judgment. Aristotle argues that a person is, born with these virtues which cannot be taught, only cultivated. Virtue Can Only be Acquired Through Action Aristotle was convinced that virtue is something that humans can acquire and not something which exists when we are born. Different people are not inherently good or bad, but become good or bad through the habits they develop in themselves. Virtue can only be acquired by doing it said Aristotle. He made the comparison with a craftsman, who learns his craft by constant practice and observation of others who have his skill. He also pointed out that behaving in a virtuous way was not enough – the person should also have the right motivation to behave in that way as a virtuous person would. Learning About Virtues For Aristotle, the best way of learning about the virtues was to follow the example of a virtuous man. Similar to Carl Jung’s notion of an ‘archetype’, Aristotle argued that a virtuous man could be an ‘ideal type’ by following the example of how a virtuous person would behave. It includes people such as Socrates, Jesus of Nazareth, Nelson Mandela and Martin Luther King. By following such people and constantly learning through habit to control our feelings, we should, according to Aristotle, begin to “have these feelings at the right times, on the right grounds, towards the right people, for the right motive and in the right way!” living a life in accordance with virtue is necessary for eudaimonia. The concept of eudaimonia, a key term in ancient Greek moral philosophy, is central to virtue ethics . It is standardly translated as “happiness” or “flourishing” and occasionally as “well-being.” A human life devoted to physical pleasure or the acquisition of wealth is not eudaimon, but a wasted life .For Aristotle, virtue is necessary but not sufficient – what is also needed are external goods which are a matter of luck
Claude Monet’s Impressionism Artwork. Claude Monet was born on November 14, 1840 in Paris France and was son to Claude Adolphe Monet and Louise-Justine Aubree. Monet, even from a very young age, had always loved to study and practice art and even attended Le Havre, school for the arts at the ripe age of 11. Monet continued to study art for much of his life and even developed his own style of art that was coined Impressionism (Claude Monet Biography). Impressionism is a movement in French painting, sometimes called optical realism because of its almost scientific interest in the actual visual experience and effect of light and movement on appearance of objects (Impressionism). Characteristics of Impressionist paintings include visible brush strokes, open composition, emphasis on light in its changing qualities, ordinary subject matter, the inclusion of movement as a crucial element of human perception and experience, and unusual visual angles (Art Periods: Impressionism in France). Monet painted a series of Impressionist series of approximately 250 paintings called Water Lilies. 250 The paintings depict Monet’s flower garden at Giverny and were the main focus of Monet’s artistic production during the last thirty years of his life (Water Lilies). As part of his extensive gardening plans at Giverny, Monet had a pond dug and planted with lilies in 1893. He painted the subject in 1899, and thereafter it dominated his art. He worked continuously for more than twenty years on a large-scale decorative series, attempting to capture every observation, impression, and reflection of the flowers and water. By the mid-1910s Monet had achieved a completely new, fluid, and somewhat audacious style of painting in which the water-lily pond became the point of departure for an almost abstract art. This work, which he began in the late teens and kept in his studio until his death, is one of the most complete pictures of the late series (Claude Monet). One of the 250 Water Lilies paintings, completed in 1907 is currently on display in the Museum of Fine Arts Boston. The painting is oil on canvas and 38 1/8 x 38 ¾. The form of the painting is 2-dimensional. The painting shows water lilies in what appears to be a pond. There are more water lilies in the distance than “in the front”. The water and the water lilies are not painted in a “traditional” way. If looking closely, one can see that they are painted will unsmooth and spotted paint strokes and a vast variety of colors. The water surrounding the water lilies highlights them by adding areas of light as well depth where needed. The space of the Water Lilies is key to its beauty. Monet uses a proper proportional scale to indicate distance from the viewer. The lilies are not crowded and appear “comfortable” in their environment. Each group of lilies had its own space. Though the groups of lilies get close to one another in the distance, there is no obvious overlapping. When it comes to the composition of the painting, Monet leads the viewer though the entire painting with every brush stroke. The “front” of the painting is bright and full of light and catches the eye first. The light in the center of the painting leads the viewer’s eyes up to view the large clusters of lilies. The color in Water Lilies makes the painting the gorgeous work of art that it is. The various colors allows for the depth and the reflection of light. The water in the painting varies in color from very pale lavender, to dark and mossy browns and greens. Lavender, brown, and green are probably not the first colors a viewer would think of when imagining a pond or stream but it works perfectly in Water Lilies. There is also a wide variety of color used in the lilies. When looking up close, the “green” part of the lilies are actually composed of every shade of green imaginable, yellows, blues, browns, and even pinks. The flowers on the lilies, which appear just pink from a distance, are made with red, pink, white, brown, and grey. From the painting, it is clear that Monet was fascinated, and spent a lot of time concentrating on the light of a painting. There is so much depth and highlighting in the painting that many onlookers find it breathtaking. The lightest part of the painting is right in the center. There are no lilies in that area, so there is no need for shadowing which is why it appears to be illuminated. In the distance of the painting, it is much darker and there are also a lot more lilies. The front of the painting is purple and blue. It almost appears as though it is the sky reflecting onto the water. The texture of this painting is what makes Monet, Monet. When looking up close at the painting, it is hard to believe that the textured, rough and quick brush strokes create such a clear looking and well composed painting from far away. If a viewer only had the opportunity to view the painting up close, it would be reasonable to believe that they would think the painting was a mess and wouldn’t create a clear image. There are so many layers in Water Lilies. When looking up close, it is strange to see shades of brown layered on top of purple and it appears as though it would never look fluid, but Monet mastered it to do so. Monet was the master of Impressionism and his series of 250 Water Lilies paintings showcased his talent in the category perfectly. His works are displayed all around the world, even right here in the Boston area. Monet will forever go down in history as the first, and perhaps the greatest Impressionist artist of all time. References “Art Periods: IMPRESSIONISM in France.” Discover France – French Arts, Culture, Tourism. Web. 09 Mar. 2010. . “Claude Monet (18401926) | Thematic Essay | Heilbrunn Timeline of Art History | The Metropolitan Museum of Art.” The Metropolitan Museum of Art, New York: Metmuseum.org. Web. 09 Mar. 2010. . “Claude MONET Biography.” Giverny Vernon : In the Heart of Impressionism. Web. 09 Mar. 2010. . “Impressionism – Impressionism Art.” Oil Paintings Reproduction – Canvas Oil Painting Reproductions For Sale. Web. 09 Mar. 2010. . “Water Lilies | Claude Monet | All | European Paintings | Collection Database | Works of Art | The Metropolitan Museum of Art, New York.” The Metropolitan Museum of Art, New York: Metmuseum.org. Web. 09 Mar. 2010. . Claude Monet’s Impressionism Artwork

The readings this week expand on investigation and of digital forensic analysis and investigations. Organizations, especially those in the public,

The readings this week expand on investigation and of digital forensic analysis and investigations. Organizations, especially those in the public, health and educational areas are bound by legal and statutory requirements to protect data and private information, therefore digital forensics analysis will be very beneficial when security breaches do occur. Using this weeks readings and your own research, discuss digital forensics and how it could be used in a risk management program.

KSU English Bruce Nelsons Overview of The Racialization of The Irish Essay

python assignment help KSU English Bruce Nelsons Overview of The Racialization of The Irish Essay.

the topic’; Bruce Nelson’s overview of the racialization of the Irish in 19th century reinforces some of the themes and topics that we’ve been discussing so far. For today’s question, you will have a choice – you can either answer question A (and apply some of Nelson’s points to these texts that we’ve read so far) or B (discuss various versions of nationalisms that he identifies):A. Describe the role of concepts such as masculinity in Nelson’s overview of 19th century Ireland. Choose one of the texts that we’ve read so far, and analyze how this text/author engages with the concept of masculinity.B. Discuss Nelson’s examples of more “generous, inclusive” and global versions of Irishness. Why is it important to combine nationalism and internationalism? can you finish it before 11 pm today and I need it one page
KSU English Bruce Nelsons Overview of The Racialization of The Irish Essay

NCU 6010 Week 1

NCU 6010 Week 1. Please read instructions CAREFULLY before accepting!! The writer will be reused for all assignments in this class as the coursework/assignments need to be consistent. **PLEASE READ THE COURSE OVERVIEW BEFORE ACCEPTING. **DO NOT ACCEPT THIS IF YOU ARE UNWILLING TO COMPLETE ALL ASSIGNMENTS. Once logged in click the MBA-6010 link and that will take you into the classroom. Next, click Section 1: Importance of Real-World Situations and Understanding Financial Measurements and then week 1. This is where you will find this assignment, Assignment: Complete Simulation Practice Rounds and Assess Company Performance. I may have missed the sources required but please add them as needed.

NCU 6010 Week 1

Data Analysis-5 Microsoft Power BI Merging / Appending Queries

Data Analysis-5 Microsoft Power BI Merging / Appending Queries.

Merging QueriesSee the PPT on Merging Files in Power BI Merging Files in Power BI.pptxContinue using PopulationDataSave file as Yourname-05 save to your flash drive or into your OneDriveCombine-Merge Queries – Merge queries as newSelect Income per person DataSelect Country and Year columns in both data setsJoin Kind – Select Inner (only matching rows)Expand Income per person Data, Unselect Country and Year, Use original column name as prefix Select Income per person Data and Right Click Uncheck Enable LoadSave file as Yourname-05 save to your flash drive or into your OneDriveAssignmentsUpload into Canvas Your Name Data Analysis Assignment 5 Data Analysis #5 Chapter 2: Unpivot and Merge Microsoft Power BI.pptxMicrosoft Power BI- Getting Started.pptxLoad Income Per Person Income Per Person.xlsxRename Data to Income per person DataUse First Row as HeadersRename the column GDP per capita PPP, with projections column to Country.UnpivotRename Columns Attribute to Year and Value to IncomeSave your workLoad Total Population.XLSX Total Population.xlsxSelect data spreadsheet- load then rename to PopulationDataSelect columns – select Unpivot ColumnsRename the columns Attribute and Value to Year and Population, respectively.Save your work Merging QueriesSee the PPT on Merging Files in Power BIContinue using PopulationData and Income per person dataCombine-Merge Queries – Merge queries as newSelect Income per person DataSelect Country and Year columns in both data setsJoin Kind – Select Inner (only matching rows)Expand Income per person Data, Unselect Country and Year, Use original column name as prefixSelect Income per person DataRight ClickUncheck Enable LoadSave your fileUpload into Canvas as Your name Data Analysis 5 Data Analysis #5 Chapter 2: Unpivot and Merge
Data Analysis-5 Microsoft Power BI Merging / Appending Queries

Essay Writing at Online Custom Essay

5.0 rating based on 10,001 ratings

Rated 4.9/5
10001 review

Review This Service




Rating: